Word Retrieval and Attention

Word retrieval and attention…perhaps that title is a bit disingenuous of me….the workshop I attended on Saturday morning was entitled “Attention and Language Disorders” presented by Maureen Sweeney, PhD, CCC-SLP.   However, the information was extremely relevant to word finding and reinforces what I posted on November 4:  Keep kids ACTIVE and involved!

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Dr. Sweeney presented fascinating research about the neurology of attention and learning, and the developmental milestones and hierarchy of attention and focus.  I learned that brain chemistry is actually different when we learn material we care about.  So (my own editorializing) when we can get children to be motivated in speech/language therapy  they will learn better.  Exercise and physical activity promote synapses in the brain; hence, more learning.  Movement matters:  young children learn better when activity alternates between movement and non-movement.  It increases the level of arousal.  How exciting to have measurable science to back up our professional intuition!

So back to word finding….reinforce syllabication with movement.  Rehearse, rehearse, rehearse!  Get kids moving and laughing!  Keep in mind your students’ ability to pay attention:  are they “being the boss of their brain” (thank you, Dr. Sweeney) and focussing on your lesson?  External distractions aren’t the only problem: kids with speech/language impairment actually have more difficulty inhibiting internal distractions than typical learners.   I was surprised to learn that a child’s age is a good guideline to how long he/she can sustain attention to a classroom task:  a five year old can sustain his attention for about five minutes without being redirected to focus on a task.  Yikes!  As an SLP, I’d better make darn sure I am making good use of those few minutes I have a child in therapy.  Attention makes a huge difference!

Another topic Dr. Sweeney reminded us about is the research supporting intensive daily intervention to make changes in the brain.  I admit to being stuck primarily in the 20-30 minutes twice a week model.  To truly change the brain, we should collaborate with parents and teachers to promote daily follow-through with our students.  We need to advocate for best practices with the administrators and teachers with whom we work.

 

 

 

 

 

 

 

 

 

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